What evidence should the ESE teacher bring to the IEP meeting to discuss a student's disengagement?

• A. Proficiency test scores
• B. Anecdotal classroom behavior data
• C. Parental reports of home behavior
• D. Video recordings of classroom instruction

Answer: (B)

The most relevant evidence for discussing a student's disengagement during the IEP meeting is anecdotal classroom behavior data. This type of data provides qualitative insights into the student's interactions, participation level, and overall behavior in the classroom setting. It allows the ESE teacher to illustrate specific instances of disengagement, such as lack of focus, avoidance of tasks, or disruptions, offering concrete examples that can inform the IEP team about the student's educational experience.

Anecdotal data is particularly useful because it captures the nuances of student behavior that standardized test scores or parental reports may not fully encompass. It provides immediate observations in the context of the learning environment, helping the team understand not just what the student is doing academically, but how they are engaging with their surroundings and what may be influencing their behavior.

Other options, such as proficiency test scores, while indicative of academic performance, do not directly address the issue of disengagement. Parental reports can provide some context but may not reflect the student's behavior in the school setting. Similarly, video recordings, while useful for review and analysis, may not be practical for sharing at the meeting or may focus too much on instructional methods rather than specifically on the student’s behavioral engagement. Overall, anecdotal data serves as a powerful tool